New York State Testing ProgramGrade 4 Common Core

English Language Arts Test

Released Questions

May 2016

New York State administered the English Language Arts Common CoreTests in April 2016 and is now making approximately 75% of the

questions from these tests available for review and use.

June 3, 2016

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

New York State Testing Program Grade 3-8 English Language Arts

Released Questions from 2016 Exams

Background

In 2013, New York State began administering tests designed to assess student performance in accordance with the instructional shifts and rigor demanded by the new New York State P-12 Learning Standards in English Language Arts (ELA). To help in this transition to new assessments, the New York State Education Department (SED) has been releasing an increasing numbers of test questions from the tests that were administered to students across the State in the spring. This year, SED is again releasing large portions of the 2016 NYS Grade 3-8 Common Core English Language Arts and Mathematics test materials for review, discussion, and use.

For 2016, included in these released materials are at least 75 percent of the test questions that appeared on the 2016 tests (including all constructed-response questions) that counted toward students’ scores. Additionally, SED is providing information about the released passages; the associated text complexity for each passage; and a map that details what learning standard each released question measures and the correct response to each question. These released materials will help students, families, educators, and the public better understand the tests and the New York State Education Department’s expectations for students.

Understanding ELA Questions

Multiple-Choice Questions

Multiple-choice questions are designed to assess the New York State P-12 Learning Standards in English Language Arts. These questions ask students to analyze different aspects of a given text, including central idea, style elements, character and plot development, and vocabulary. Almost all questions, including vocabulary questions, will be answered correctly only if the student comprehends and makes use of the whole passage.

For multiple-choice questions, students select the correct response from four answer choices. Multiple-choice questions assess reading standards in a variety of ways. Some ask students to analyze aspects of text or vocabulary. Many questions require students to combine skills. For example, questions may ask students to identify a segment of text that best supports the central idea. To answer these questions correctly, a student must first comprehend the central idea and then show understanding of how that idea is supported. Questions tend to require more than rote recall or identification.

Short-Response Questions

Short-response questions are designed to assess New York State P-12 Reading and Language Standards. These are single questions in which a student uses textual evidence to support his or her answer to an inferential question. These questions ask the student to make an inference (a claim, position, or

conclusion) based on his or her analysis of the passage, and then provide two pieces of text-based evidence to support his or her answer. The purpose of the short-response questions is to assess a student’s ability to comprehend and analyze text. In responding to these questions, students are expected to write in complete sentences. Responses require no more than three complete sentences. The rubric used for evaluating short-response questions can be found in the grade-level Educator Guides at http://www.engageny.org/resource/test-guides-for-english-language-arts-and-mathematics. Extended-Response Questions Extended-response questions are designed to measure a student’s ability to write from sources. Questions that measure Writing from Sources prompt students to communicate a clear and coherent analysis of one or two texts. The comprehension and analysis required by each extended response is directly related to grade-specific reading standards. Student responses are evaluated on the degree to which they meet grade-level writing and language expectations. This evaluation is made by using a rubric that incorporates the demands of grade-specific New York State P-12 Reading and Language standards. The integrated nature of the standards for ELA and literacy requires that students are evaluated across the strands (Reading, Writing, and Language) with longer pieces of writing, such as those prompted by the extended-response questions. The rubric used for evaluating extended-response questions can be found in the grade-level Educator Guides at http://www.engageny.org/resource/test-guides-for-english-language-arts-and-mathematics. New York State P-12 Learning Standards Alignment The alignment(s) to the New York State P-12 Learning Standards for English Language Arts is/are intended to identify the analytic skills necessary to successfully answer each question. However, some questions measure proficiencies described in multiple standards, including writing and additional reading and language standards. For example, two-point and four-point constructed-response questions require students to first conduct the analyses described in the mapped standard and then produce written responses that are rated based on writing standards. To gain greater insight into the measurement focus for constructed-response questions, please refer to the rubrics.

These Released Questions Do Not Comprise a “Mini Test” To ensure future valid and reliable tests, some content must remain secure for possible use on future exams. As such, this document is not intended to be representative of the entire test, to show how operational tests look, or to provide information about how teachers should administer the test; rather, its purpose is to provide an overview of how the test reflects the demands of the New York State P-12 Learning Standards. The released questions do not represent the full spectrum of the standards assessed on the State tests, nor do they represent the full spectrum of how the standards should be taught and assessed in the classroom. It should not be assumed that a particular standard will be measured by an identical question in future assessments. Specific criteria for writing test questions, as well as additional assessment information, are available at http://www.engageny.org/common-core-assessments.

2016 Grade 4 ELA Test Text Complexity Metrics for Released Questions Available on EngageNY

Selecting high-quality, grade-appropriate passages requires both objective text complexity metrics and expert judgment. For the grade 3-8 assessments based on the New York State P-12 Learning Standards for English Language Arts, both quantitative and qualitative rubrics are used to determine the complexity of the texts and their appropriate placement within a grade-level ELA exam. Quantitative measures of text complexity are used to measure aspects of text complexity that are difficult for a human reader to evaluate when examining a text. These aspects include word frequency, word length, sentence length, and text cohesion. These aspects are efficiently measured by computer programs. While quantitative text complexity metrics are a helpful start, they are not definitive. Qualitative measures are a crucial complement to quantitative measures. Using qualitative measures of text complexity involves making an informed decision about the difficulty of a text in terms of one or more factors discernible to a human reader applying trained judgment to the task. To qualitatively determine the complexity of a text, educators use a rubric composed of five factors; four of these factors are required and one factor is optional. The required criteria are: meaning, text structure, language features, and knowledge demands. The optional factor, graphics, is used only if a graphic appears in the text. To make the final determination as to whether a text is at grade-level and thus appropriate to be included on a grade 3-8 assessment, New York State uses a two-step review process, which is industry best-practice. First, all prospective passages undergo quantitative text complexity analysis using three text complexity measures. If at least two of the three measures suggest that the passage is grade-appropriate, the passage then moves to the second step, which is the qualitative review using the text-complexity rubrics. Only passages that are determined appropriate by at least two of three quantitative measures of complexity and are determined appropriate by the qualitative measure of complexity are deemed appropriate for use on the exam. For more information about text selection, complexity, and the review process please refer to

https://www.engageny.org/resource/new-york-state-passage-selection-resources-for-grade-3-8-assessments

https://www.engageny.org/resource/selection-of-authentic-texts-for-common-core-instruction-guidance-and-a-list-of-resources

https://www.engageny.org/resource/december-2014-nti-understanding-text-complexity-grades-9-12

Text Complexity Metrics for 2016 Grade 4 Passages

Passage Title Word Count Le

xile

Fles

ch-K

inca

id

Read

ing

Mat

urity

M

etric

*

Degr

ees o

f Re

adin

g Po

wer

*

Qualitative Review

Excerpt from the Facts and Fictions of Minna Pratt 687 610L 3.4 7.0 Appropriate

The Story of Chocolate 550 900L 3.6 57 Appropriate Excerpt from Swimming with Sharks 771 840L 4.1 5.4 Appropriate Rushing West 740 740L 6.3 5.1 Appropriate Excerpt from Sheep 717 660L 4.3 5.3 Appropriate The Kite Fighters 771 860L 4.4 53 Appropriate Beware of Frogs! 649 820L 5.5 7.3 Appropriate Looking Out for Lizards 719 840L 4.9 5.1 Appropriate * Depending on when the passage was selected, either the Reading Maturity Metric or Degrees of Reading Power was used as the third quantitative metric. New York State 2016 Quantitative Text Complexity Chart for Assessment and Curriculum

To determine if a text’s quantitative complexity is at the appropriate grade level, New York State uses the table below. In cases where a text is excerpted from a large work, only the complexity of the excerpt that students see on the test is measured, not the large work, so it is possible that the complexity of a book might be above or below grade level, but the text used on the assessment is at grade level. Because the measurement of text complexity is inexact, quantitative measures of complexity are defined by grade band rather than by individual grade level and then paired with the qualitative review by an educator.

Grade Band ATOS

Degrees of Reading Power Flesch-Kincaid

The Lexile Framework

Reading Maturity SourceRater

2nd–3rd 2.75 – 5.14 42 – 54 1.98 – 5.34 420 – 820 3.53 – 6.13 0.05 – 2.48 4th–5th 4.97 – 7.03 52 – 60 4.51 – 7.73 740 – 1010 5.42 – 7.92 0.84 – 5.75 6th–8th 7.00 – 9.98 57 – 67 6.51 – 10.34 925 – 1185 7.04 – 9.57 4.11 – 10.66 9th–10th 9.67 – 12.01 62 – 72 8.32 – 12.12 1050 – 1335 8.41 – 10.81 9.02 – 13.93 11th–12th 11.20 – 14.10 67 – 74 10.34 – 14.20 1185 – 1385 9.57 – 12.00 12.30 – 14.50 Source: Student Achievement Partners

Grade 4 Released Questions Available on EngageNY

Question Type Points Key Standard SubscoreSecondary

Standard(s)

1Multiple Choice

1 C RL.4.1 Reading

2Multiple Choice

1 A RL.4.1 Reading

3Multiple Choice

1 A L.4.5a Reading

4Multiple Choice

1 B RL.4.2 Reading

5Multiple Choice

1 D RL.4.1 Reading

6Multiple Choice

1 A RL.4.3 Reading

13Multiple Choice

1 C RI.4.8 Reading

14Multiple Choice

1 C RI.4.8 Reading

15Multiple Choice

1 A RI.4.1 Reading

16Multiple Choice

1 D RI.4.3 Reading

17Multiple Choice

1 D RI.4.3 Reading

18Multiple Choice

1 C RI.4.5 Reading

25Multiple Choice

1 B RL.4.5 Reading

26Multiple Choice

1 C RL.4.4 Reading

27Multiple Choice

1 A RL.4.1 Reading

28Multiple Choice

1 D RL.4.1 Reading

29Multiple Choice

1 A RL.4.5 Reading

30Multiple Choice

1 B RL.4.3 Reading

THE STATE EDUCATION DEPARTMENTTHE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

2016 Grades 3-8 English Language Arts Tests Map to the Standards

Book 1

Book 2

Grade 4 ELA Released Questions Available on EngageNYContinued

31Multiple Choice

1 D RL.4.2 Reading

32Constructed

Response2 n/a RI.4.7 Writing to Sources W.4.2, W.4.9

33Constructed

Response2 n/a RI.4.6 Writing to Sources W.4.2, W.4.9

34Constructed

Response4 n/a

W.4.2, W.4.9, RL.4.3

Writing to SourcesL.4.1, L.4.2, L.4.3, L.4.6

35Constructed

Response2 n/a RL.4.2 Writing to Sources W.4.2, W.4.9

36Constructed

Response2 n/a RL.4.3 Writing to Sources W.4.2, W.4.9

37Constructed

Response2 n/a RI.4.1 Writing to Sources W.4.2, W.4.9

38Constructed

Response2 n/a RI.4.2 Writing to Sources W.4.2, W.4.9

39Constructed

Response2 n/a RI.4.1 Writing to Sources W.4.2, W.4.9

40Constructed

Response4 n/a

W.4.2, W.4.9, RI.4.9

Writing to SourcesL.4.1, L.4.2, L.4.3, L.4.6

*This item map is intended to identify the primary analytic skills necessary to successfully answer each question. However, each constructed-response question measures proficiencies described in multiple standards, including writing and additional reading and language standards. For example, two point and four point constructed-response questions require students to first conduct the analyses described in the mapped standard and then produce written responses that are rated based on writing standards. To gain greater insight into the measurement focus for constructed-response questions please refer to the rubrics shown in the Educator Guides.

Book 3